Journal of Pedagogical Sociology and Psychology
Exploring signs in nature: The vlog experiences of preservice teachers
Ufuk Uluçınar 1 * , Adem Sezer 2
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1 Department of Curriculum & Instruction, Uşak University, Uşak, Türkiye
2 Department of Geography Education, Uşak University, Uşak, Türkiye
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2026 - Volume 8 Issue 2, Article No: e45073
https://doi.org/10.33902/JPSP.202645073

Article Type: Research Article

Published Online: 02 Jun 2026

Views: 15 | Downloads: 6

ABSTRACT
The growing disconnect between children and nature—driven by technological immersion, reduced green spaces, and heightened safety concerns—necessitates that preservice teachers acquire competencies to foster nature literacy in future generations. Grounded in Ajzen’s Theory of Planned Behaviour, this phenomenological study examined the experiences of 62 preservice teachers as they identified scientific clues in nature and translated them into vlogs. Data from reflective journals were analysed using inductive content analysis. Findings revealed that participants initially exhibited negative emotional responses due to inexperience and low technological self-efficacy. The phenomenon selection process involved progressive familiarization with natural environments, followed by decision-making shaped by individual characteristics, contextual variables, and information sources. Despite encountering challenges, participants demonstrated substantial gains across three interconnected domains: (1) Professional Development—authentic learning competencies, technological self-efficacy, and pedagogical knowledge; (2) Nature-Based Awareness—observation skills, environmental awareness, and emotional bonding with nature; and (3) Inner Development—enhanced curiosity, creativity, and psychological well-being. These outcomes underscore the importance of integrating technology-enhanced authentic tasks, structured field experiences in natural settings, and nature-focused projects into teacher education curricula. Such pedagogical approaches can strengthen preservice teachers’ perceived behavioral control, positive attitudes, and intentions to adopt nature-based technological practices, ultimately supporting their capacity to cultivate nature literacy in children.
KEYWORDS
clues in nature phenomenology teacher education technology integration vlogging
In-text citation: (Uluçınar & Sezer, 2026)
Reference: Uluçınar, U., & Sezer, A. (2026). Exploring signs in nature: The vlog experiences of preservice teachers. Journal of Pedagogical Sociology and Psychology, 8(2), e45073. https://doi.org/10.33902/JPSP.202645073
In-text citation: (1), (2), (3), etc.
Reference: Uluçınar U, Sezer A. Exploring signs in nature: The vlog experiences of preservice teachers. Journal of Pedagogical Sociology and Psychology. 2026;8(2), e45073. https://doi.org/10.33902/JPSP.202645073
In-text citation: (1), (2), (3), etc.
Reference: Uluçınar U, Sezer A. Exploring signs in nature: The vlog experiences of preservice teachers. Journal of Pedagogical Sociology and Psychology. 2026;8(2):e45073. https://doi.org/10.33902/JPSP.202645073
In-text citation: (Uluçınar and Sezer, 2026)
Reference: Uluçınar, Ufuk, and Adem Sezer. "Exploring signs in nature: The vlog experiences of preservice teachers". Journal of Pedagogical Sociology and Psychology 2026 8 no. 2 (2026): e45073. https://doi.org/10.33902/JPSP.202645073
In-text citation: (Uluçınar and Sezer, 2026)
Reference: Uluçınar, U., and Sezer, A. (2026). Exploring signs in nature: The vlog experiences of preservice teachers. Journal of Pedagogical Sociology and Psychology, 8(2), e45073. https://doi.org/10.33902/JPSP.202645073
In-text citation: (Uluçınar and Sezer, 2026)
Reference: Uluçınar, Ufuk et al. "Exploring signs in nature: The vlog experiences of preservice teachers". Journal of Pedagogical Sociology and Psychology, vol. 8, no. 2, 2026, e45073. https://doi.org/10.33902/JPSP.202645073
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